Standards
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Generate resourceDemonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the proper case (subjective, objective, possessive). b. Use intensive pronouns (e.g., myself, ourselves). c. Recognize and correct inappropriate shifts in pronoun number and person. d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
Generate resourceKnow and apply formal American English grammar, usage, and mechanics when writing or speaking.
Generate resourceEnsure that pronouns are in the proper case (subjective, objective, possessive).
Generate resourceDemonstrate the conventions of grammar when writing or speaking, including the correct use of pronouns.
Generate resourceCommunicate using the conventions of standard English grammar, including Nouns, pronouns
Generate resourceRecognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
Generate resourceRecognize and correct vague pronouns (i.e. pronouns with unclear or ambiguous antecedents).
Generate resourceRecognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
Generate resourceRecognize variations from formal American English, determine appropriateness for the intended purpose and audience, and adjust as necessary (e.g., removing slang from a formal presentation).
Generate resourceExplain how words act as parts of speech to perform specific functions in a sentence (e.g., a noun at the beginning of the sentence tells us what or who the sentence is about).
Generate resourceCommunicate using words, phrases or sentences during a writing or speaking activity.
Generate resourceActively engage in communication using gestures, objects, pictures or AAC.
Generate resourceDemonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Generate resourceDemonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a.Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/ parenthetical elements. b.Spell words correctly
Generate resourceKnow and apply formal American English capitalization, punctuation, and spelling when writing.
Generate resourceUse punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
Generate resourceGenerate compound or complex sentences, using correct conventions of capitalization, punctuation (including commas in a series), and adherence to spelling patterns (CVC, CCVC, CVCC).
Generate resourceUse punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
Generate resourceGenerate simple and compound sentences that include correct conventions of capitalization, punctuation, and spelling of common words using available tools and resources.
Generate resourceSpell words accurately, using grade-level spelling patterns (phonics) and meaningful word parts (morphology), consulting print and/or digital resources as needed.
Generate resourceIdentify capital letters for familiar names and at the beginning of sentences. Identify appropriate punctuation at the ends of sentences.
Generate resourceUnderstand the basic punctuation used in a sentence (i.e., commas, periods) and their uses.
Generate resourceUse knowledge of language and its conventions when writing, speaking, reading, or listening.
Generate resourceUse knowledge of language and its conventions when writing, speaking, reading, or listening. a.Vary sentence patterns for meaning, reader/ listener interest, and style. b.Maintain consistency in style and tone.
Generate resourceUse knowledge of language and its conventions when writing, speaking, reading, or listening.
Generate resourceUse a variety of sentence patterns when speaking or writing; be consistent in the style of speaking or writing throughout the presentation or composition.
Generate resourceCommunicate a message that expresses a complete thought (e.g., wants and needs in student’s preferred mode of communication).
Generate resourceDefine tone, or the attitude the writer or speaker has when communicating their message.
Generate resourceRecognize that the writer has some control over how the reader responds and feels when reading a piece of writing or listening to a speaker.
Generate resourceDemonstrate a basic knowledge of the use of phrases, clauses, and other sentence organizational elements (e.g., active vs. passive voice, inverted sentences).
Generate resourceActively engage (through any mode of communication) in a conversation with one participant.
Generate resourceDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Generate resourceDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b.Use common, gradeappropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or part of speech. d.Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Generate resourceDetermine or clarify the meaning of unknown words or multiple-meaning words and phrases.
Generate resourceUse context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
Generate resourceUse context clues, word structure, or reference materials to determine the meaning of unfamiliar words or phrases.
Generate resourceUse context within and beyond a sentence to determine the intended meaning of a word or phrase.
Generate resourceUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Generate resourceUse sentence or paragraph-level context to determine the meaning of a word in a particular context; apply understanding of common affixes (e.g., un , re-, -ed, -es, ing) to determine word meaning.
Generate resourceUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Generate resourceConsult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or part of speech.
Generate resourceDetermine the meaning of a word using context clues, including graphics and/or word root and common morphemes.
Generate resourceConsult print and/or digital resources (e.g. dictionaries, glossaries, thesauruses), to support the pronunciation of a word and verify its precise meaning or part of speech.
Generate resourceVerify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Generate resourceConnect the meaning of a word to its sentence or paragraph level context.
Generate resourceDemonstrate a basic understanding of work denotation (dictionary definition).
Generate resourceDetermine which connotation is appropriate to use in a sentence base on the context.
Generate resourceRecognize that words can be broken down into smaller parts called roots and affixes.
Generate resourceRecognize how roots and affixes work to form words that have various meanings.
Generate resourceActively engage with objects, tactile, graphics, or other sensory experiences to better understand the meaning of words.
Generate resourceDemonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Generate resourceDemonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/ whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, frugal, thrifty).
Generate resourceDemonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Generate resourceExplain the meaning of figures of speech; explain the different connotations of words that address a similar concept (e.g., irritated vs. angry).
Generate resourceUse the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Generate resourceIdentify the relationship between words and phrases such part-whole, cause/effect.
Generate resourceUse the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Generate resourceDistinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, frugal, thrifty).
Generate resourceDistinguish among the connotations (implied meanings, associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, frugal, thrifty).
Generate resourceDemonstrates a foundation in denotation (dictionary definition) and connotation (alternate meanings based on feelings associated with a word).
Generate resourceIdentify when a word or phrase is being used in a nonliteral way. (figure of speech, idiom)
Generate resourceMatch words that are related in some way (e.g., cause/ effect, part/whole, item/category)
Generate resourceRecognize that word meaning is not always concrete (e.g. the word “rock” as a noun vs. a verb)
Generate resourceAcquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Generate resourceAcquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Generate resourceUse grade-appropriate conversational, general academic, and domain-specific words and phrases acquired through reading, writing, listening, and speaking.
Generate resourceUse grade-level, age-appropriate academic and content-specific words and phrases in speaking and writing.
Generate resourceUse grade-level, age-appropriate academic and content-specific words and phrases in conversations.
Generate resourceCommunicate using grade-level words and phrases acquired through interactions with others.
Generate resourceChoose appropriate domain-specific words from a word bank for writing or speaking during a learning activity.
Generate resourceDecode words by applying morphological analysis, word recognition, and etymology including:
Generate resourceOrally read grade-level text with accuracy (targeting 95% or greater), automaticity, and appropriate expression to gain meaning from text, targeting 146 words correct per minute (wcpm) by the end of sixth grade.
Generate resourceCite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Generate resourceCite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Generate resourceAnalyze text evidence to demonstrate understanding of an informational text (e.g., historical, scientific, and technical text).
Generate resourceIdentify the events in each text located in the text the answer to literal questions in the informational text.
Generate resourceIdentify given information as part of/not part of the informational text.
Generate resourceActively engage in answering one or more questions related to the informational text.
Generate resourceBy the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Generate resourceBy the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Generate resourceRead and comprehend grade-level informational texts, with scaffolding as needed. Use prior knowledge and previous experiences in order to make text-to-self, textto-text, and text-to-world connections and comparisons.
Generate resourceRead supported grade-level/ age-appropriate, adapted informational materials, including history/social studies, science, and technical texts.
Generate resourceRead or participate in supported gradelevel/age-appropriate, adapted informational materials, including history/social studies, science, and technical texts.
Generate resourceActively engage in supported grade-level/ age-appropriate, adapted informational materials, including history/social studies, science, and technical texts.
Generate resourceWith prompting and support decode and read CCVC words within a grade-level decodable text.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations/4 letter words (CCVC words) (V also includes ee, ea, ai, ay, oa)
Generate resourceDemonstrate knowledge of 26 letter sounds by combining 3 consonant sounds into consonant blends (squ, str, scr, thr, shr)
Generate resourceDemonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends (qu, st, sm, sn, st, lp, sr, sl,cr, cl, tr, dr, etc.)
Generate resourceWith prompting and support decode and read CVC words within a grade level text.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3 letter sound combinations/3 letter words (CVC words)
Generate resourceDemonstrate knowledge of 26 letter sounds by building 2 letter sound combinations in 2 letter words
Generate resourceMatch 26 letters to most common sounds (Predictable consonants: m, s, t, l, p, f, c, /k/, rr, b, r, j, k, v, g, /g/, w, d, h, y, z, x)
Generate resourcePhonological Awareness (detailed further in learning progression in Reading Foundations)
Generate resourceAnswer wh- questions related to grade-level/age appropriate literary nonfiction
Generate resourceActively engage in group reading activities that activate prior knowledge related to previous life experiences.
Generate resourceActively participate in grade-level/ age-appropriate literature activities using adapted materials as needed.
Generate resourceEngage with text types including informational texts such as history/social studies, science, and technical texts.
Generate resourceIdentify Schwa in graphemes such as -ough representing the schwa phoneme short /u/ and -eigh representing the schwa phoneme long /a/.
Generate resourceDemonstrate knowledge of the graphemes -rh, -gh, -mb, -mn, -kn, -gn, and -wr by building words that include these letter patterns.
Generate resourceIdentify words containing phonemes represented by graphemes with silent letter patterns such as: -rh, -gh, -mb, -mn, -kn, -gn, and -wr.
Generate resourceDemonstrate knowledge of the trigraphs -shr and -thr by building words that include these letter patterns.
Generate resourceIdentify the trigraphs -shr and -thr as blended phonemes used in words.
Generate resourceDemonstrate knowledge of the /j/ phoneme represented by the graphemes -ge and -dge by building words that include the -ge and -dge endings.
Generate resourceIdentify the graphemes -ge and -dge as graphemes used at the end of words.
Generate resourceIdentify the graphemes -k and -ck as graphemes used at the end of words.
Generate resourceIdentify words containing the phonemes /j/ and /g/ represented by grapheme g.
Generate resourceIdentify words containing the phonemes /c/ and /s/ represented by grapheme c.
Generate resourceIncrease automatic recall of high frequency words - building the number of sight word recall from beginning to end of year.
Generate resourceIncrease automatic recall of newly learned sound/symbol correspondences for the purposes of decoding and reading.
Generate resourceWith prompting and support decode and read CVCC, CCVCC, CCCVC, CCCVCC words within a grade-level decodable text.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3-6 letter sound combinations in 4-6 letter words. (CVCC (floss rule), CCVCC, CCCVC, CCCVCC)
Generate resourceDemonstrate knowledge of 26 letter sounds by building CVCC (includes: floss rule, blends), CCVCC (includes: g /j/ & c /s/ onsets), CCCVC, CCCVCC (includes: beginning blends & trigraphs)
Generate resourceWith prompting and support decode and read CCVC words within a grade-level decodable text.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations in 4 letter words (CCVC words)
Generate resourceCombine 2-3 consonants that make one sound. (i.e., th, sh, ch, wh, ph, gh, tch)
Generate resourceAnalyze informational text development. a. Determine a central idea of a text and how it is conveyed through particular details. b. Provide an objective summary of the text that includes the central idea and relevant details.
Generate resourceDetermine a central idea of a text and how it is conveyed through particular details.
Generate resourceSummarize text by outlining the sequence of key details for each main idea.
Generate resourceDetermine a central idea of a text and explain how it is conveyed through particular details.
Generate resourceProvide an objective summary of the text that includes the central idea and relevant details.
Generate resourceProvide an objective summary of the text that includes a central idea and relevant details.
Generate resourceReview all topics within each subheading and generate a central/main idea that all of the topics represent within the informational text.
Generate resourceIdentify characteristics of informational text (e.g., title, subheading, etc.).
Generate resourceActively engage with representations of the central/main idea presented within informational text.
Generate resourceAnalyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Generate resourceAnalyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Generate resourceAnalyze how a key individual, event, or idea is introduced, developed, and elaborated in a text (e.g., through examples, facts, and/or anecdotes).
Generate resourceDescribe how individuals, ideas, and events are introduced and illustrated.
Generate resourceIdentify how individuals, ideas, and events are introduced and illustrated.
Generate resourceIdentify an idea as a thought, plan, design, proposal, suggestion, vision, intention, purpose, objective, goal, target, point, and/or motive.
Generate resourceRecognize that informational text contains factual information. (real people, events and ideas).
Generate resourceActively engage with representations of the individuals, events or ideas presented within informational text.
Generate resourceDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Generate resourceDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. See RL.6.4.
Generate resourceDetermine the meaning of domain-specific words and phrases as they are used in an informational text, including figurative, connotative, and technical meanings.
Generate resourceExplain the meaning of words or phrases as they are used in a text, including technical or connotative meanings.
Generate resourceMatch pictures or objects to words or phrases based on how they are used in a text.
Generate resourceIdentify examples of figurative, connotative, and/or technical language within the text.
Generate resourceIdentify technical language as words related to a specific subject or trade.
Generate resourceIdentify connotative language as an idea or feeling that a word invokes in addition to its literal or primary meaning. (e.g. synonyms, hidden meaning, association)
Generate resourceIdentify figurative language as metaphorical, nonliteral, and/or symbolic.
Generate resourceIdentify that information text contains figurative, connotative and technical language.
Generate resourceActively engage with objects, tactile graphics, or other sensory experiences related to better understand the meaning of words in a text.
Generate resourceAnalyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Generate resourceAnalyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. See RL.6.5 but substitute “development of ideas” for “setting, theme, or plot.”
Generate resourceAnalyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of an informational text and contributes to the development of the ideas.
Generate resourceExplain how a particular sentence, paragraph, or chapter contributes to the overall meaning of the text.
Generate resourceIdentify a sentence or paragraph that explains or supports a specific key idea in the text.
Generate resourceIdentify the main idea of a paragraph or chapter. Match a sentence to the appropriate paragraph or chapter in the text.
Generate resourceIdentify that information is organized in a specific structure to organize information and convey meaning.
Generate resourceIdentify that paragraphs convey a main idea through a topic sentence and supporting details.
Generate resourceIdentify that paragraphs contribute to the development of ideas within a chapter or section.
Generate resourceIdentify that sentences contribute to the development of ideas within a paragraph.
Generate resourceIdentify the characteristics of a sentence, chapter, paragraph, and/or section.
Generate resourceActively engage with sentences, paragraphs and chapters or sections from informational text.
Generate resourceDetermine an author's perspective or purpose in a text and explain how it is conveyed in the text.
Generate resourceDetermine an author’s perspective or purpose in a text and explain how it is conveyed in the text.
Generate resourceDetermine an author’s perspective and/or purpose in a text and explain how it is conveyed in an informational text.
Generate resourceIdentify characteristics of informational text that contribute to the purpose of the text. (i.e. Table of contents, research, citations, etc.)
Generate resourceActively engage with images or objects that showcase the perspective of a given text.
Generate resourceIntegrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Generate resourceIntegrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Generate resourceIntegrate information presented in multiple print or digital sources to develop a coherent understanding of a topic or issue.
Generate resourceIntegrate information from two formats to demonstrate an understanding of the topic.
Generate resourceCombine information from two formats that are about the same or similar topic.
Generate resourceIdentify information from two formats that are about the same or similar topic (text, map, chart, table, graph, etc.).
Generate resourceTrace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by evidence from claims that are not.
Generate resourceTrace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by evidence from claims that are not.
Generate resourceIdentify a stated or implied opinion in a text and determine whether the support provided is relevant.
Generate resourceDistinguish claims that are supported by evidence from claims that are not supported by evidence.
Generate resourceRecognize that a claim that is supported by evidence is not always relevant to the author’s argument.
Generate resourceDistinguish the characteristics of an argumentative text from other text types.
Generate resourceRecognize that some texts contain authors’ opinions or claims about various topics.
Generate resourceCompare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Generate resourceCompare and contrast one author’s presentation of events with that of another (e.g., a memoir written by a person and a biography written about the same person).
Generate resourceCompare and contrast one author’s presentation of events with that of another (e.g., a memoir and a biography written about the same person).
Generate resourceExplain similarities or differences in information about the same topic in two different sources (materials should address grade-appropriate topics).
Generate resourceIdentify information about the same topic in two different sources (materials should address gradeappropriate topics).
Generate resourceRecognize the same topic when presented in two different forms (e.g., biography, textbook description of events about the same person; materials should address gradeappropriate topics).
Generate resourceActively engage in the sharing of two texts on the same or similar topics.
Generate resourceCite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Generate resourceCite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Generate resourceCite text evidence to support analysis of what a text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate.
Generate resourceRecognize that details found “right there” in the text are explicit/literal.
Generate resourceRecognize that question types such as “where”, “who”, and “what” could indicate information that can be found directly in the text.
Generate resourceAnswer questions about the literary text for example who, what, when, where, or why.
Generate resourceRecognize that question types such as “why” or “how” indicate information that needs to be “figured out” by synthesizing details of a story.
Generate resourceRecognize that details/information that needs to be “figured out” or put together could be used to make inferences.
Generate resourceActively engage in answering one or more questions related to literary text.
Generate resourceLocate in the text the answer to who, what where, and when in the literary text.
Generate resourceBy the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Build background knowledge and activate prior knowledge in order to make text-to-self, text-to-text, and text-to-world connections that deepen understanding of the text.
Generate resourceBy the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Build background knowledge and activate prior knowledge in order to make text-to-self, text-to-text, and text-to-world connections that deepen understanding of the text.
Generate resourceRead and comprehend grade-level literary text, with scaffolding as needed. Use prior knowledge and previous experiences in order to make text-to-self, text-to-text, and text-toworld connections and comparisons.
Generate resourceParticipate in or read supported grade-level/ageappropriate, adapted literature materials.
Generate resourceActively engage in supported grade-level/ age-appropriate, adapted literature materials.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3-6 letter sound combinations in 4-6 letter words. (CVCC (floss rule), CCVCC, CCCVC, CCCVCC)
Generate resourceDemonstrate knowledge of 26 letter sounds by building CVCC (includes: floss rule, blends), CCVCC (includes: g /j/ & c /s/ onsets), CCCVC, CCCVCC (includes: beginning blends & trigraphs)
Generate resourceWith prompting and support decode and read CCVC words within a grade-level decodable text.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations in 4 letter words (CCVC words)
Generate resourceCombine 2-3 consonants that make one sound. (i.e., th, sh, ch, wh, ph, gh, tch)
Generate resourceWith prompting and support decode and read CCVC words within a grade-level decodable text.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations/4 letter words (CCVC words) (V also includes ee, ea, ai, ay, oa)
Generate resourceDemonstrate knowledge of 26 letter sounds by combining 3 consonant sounds into consonant blends (squ, str, scr, thr, shr)
Generate resourceDemonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends (qu, st, sm, sn, st, lp, sr, sl,cr, cl, tr, dr, etc.)
Generate resourceWith prompting and support decode and read CVC words within a grade level text.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3 letter sound combinations/3 letter words (CVC words)
Generate resourceSelect two texts with a similar topic, character or setting to demonstrate text-to-text comparison/connection.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 2 letter sound combinations in 2 letter words
Generate resourceMatch 26 letters to most common sounds (Predictable consonants: m, s, t, l, p, f, c, /k/, rr, b, r, j, k, v, g, /g/, w, d, h, y, z, x)
Generate resourcePhonological Awareness (detailed further in learning progression in Reading Foundations)
Generate resourceActively engage in group reading activities that activate prior knowledge related to previous life experiences.
Generate resourceActively participate in grade-level/ age-appropriate literature activities using adapted materials as needed.
Generate resourceWith support, compare details from two texts using visual/tactile organizer to determine similarities and/or differences.
Generate resourceWhile participating in group reading activity identify and communicate details from the text (characters, setting, topic) to be recorded.
Generate resourceActively engage in group reading activities that activate text-to-text comparisons, and connections
Generate resourceActively engage in group reading activities that activate text-to-self connections.
Generate resourceAnswer wh- questions related to grade-level/age appropriate poems and stories.
Generate resourceIdentify Schwa in graphemes such as -ough representing the schwa phoneme short /u/ and -eigh representing the schwa phoneme long /a/.
Generate resourceDemonstrate knowledge of the graphemes -rh, -gh, -mb, -mn, -kn, -gn, and -wr by building words that include these letter patterns.
Generate resourceIdentify words containing phonemes represented by graphemes with silent letter patterns such as: -rh, -gh, -mb, -mn, -kn, -gn, and -wr.
Generate resourceDemonstrate knowledge of the trigraphs -shr and -thr by building words that include these letter patterns.
Generate resourceIdentify the trigraphs -shr and -thr as blended phonemes used in words.
Generate resourceDemonstrate knowledge of the /j/ phoneme represented by the graphemes -ge and -dge by building words that include the -ge and -dge endings.
Generate resourceIdentify the graphemes -ge and -dge as graphemes used at the end of words.
Generate resourceIdentify the graphemes -k and -ck as graphemes used at the end of words.
Generate resourceIdentify words containing the phonemes /j/ and /g/ represented by grapheme g.
Generate resourceIdentify words containing the phonemes /c/ and /s/ represented by grapheme c.
Generate resourceIncrease automatic recall of high frequency words - building the number of sight word recall from beginning to end of year.
Generate resourceIncrease automatic recall of newly learned sound/symbol correspondences for the purposes of decoding and reading.
Generate resourceWith prompting and support decode and read CVCC, CCVCC, CCCVC, CCCVCC words within a grade-level decodable text.
Generate resourceAnalyze literary text development. a. Determine a theme of a text and how it is conveyed through particular details. b. Incorporate a theme and story details into an objective summary of the text.
Generate resourceDetermine a theme of a text and how it is conveyed through particular details.
Generate resourceSummarize the main events in a story or poem and explain how they support the theme.
Generate resourceDetermine and explain a theme of a literary text and how it is developed through specific details.
Generate resourceIncorporate a theme and story details into an objective summary of the text.
Generate resourceIdentify the theme or main message in a story or poem and locate details within the text that support it.
Generate resourceProvide an objective summary of the text, including theme and story details.
Generate resourceIdentify the main message based on the lesson learned in the literary text.
Generate resourceIdentify characters and decide if they are main characters or supplemental characters.
Generate resourceIdentify the elements (impacts the plot, leads to a the end of the story) of a main event in a literary text.
Generate resourceDescribe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Generate resourceDescribe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Generate resourceDescribe how the plot of a story or drama develops through chapters, acts, and/or scenes and how the characters respond or change as the plot moves toward a resolution.
Generate resourceRecount a story’s beginning, middle, and end and how a character responds to the events.
Generate resourceSequence the events and character changes as the plot unfolds in the literary text.
Generate resourceIdentify how the event changes/impacts the character in the literary text (e.g. this event makes the character sad).
Generate resourceIdentify what elements of the event in the literary text that caused the character to feel, think, say or act in a certain way.
Generate resourceIdentify what the character does, says, feels, and thinks in a specific event of the literary text.
Generate resourceIdentify what happens to the character in a given event of in the literary text.
Generate resourceDetermine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choices, including sensory language, on meaning and tone.
Generate resourceDetermine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices, including sensory language, on meaning and tone.
Generate resourceDetermine word and phrase meanings, including figurative and/or connotative meanings.
Generate resourceAnalyze the impact of specific word choices, including sensory language, on meaning and tone.
Generate resourceGiven word from a literary text, list examples of multiple/ alternative meanings of that word
Generate resourceIdentify symbols (picture or object) to an abstract idea (ie. dove to represent peace, black to represent death) presented in a text
Generate resourceIdentify different types of context clues (synonym, antonym, definition, for example, word part/morphemes, pictures, word order, topical category association words)
Generate resourceIdentify a word or phrase within the literary text that is connected to the senses.
Generate resourceActively participate by communicating (using any mode) about their senses or feelings.
Generate resourceActively participate by communicating (using any mode) about their senses or feelings.
Generate resourceAnalyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Generate resourceAnalyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Generate resourceAnalyze how a particular line, sentence, paragraph, chapter, scene, or stanza contributes to the development of the setting, plot, or theme.
Generate resourceIdentify one component of the structure of a text (chapters, stanzas, scenes, acts, verses) and tell how it is related to the setting, plot, or theme.
Generate resourceIdentify the components of the structure of a text (chapters, stanzas, scenes, acts, verses).
Generate resourceIdentify the main message/theme based on the lesson learned in the literary text.
Generate resourceIdentify sentences/chapters into categories - those that contribute to the setting or plot and those that do not.
Generate resourceIdentify sentences or chapters in the literary text that include where and when the story takes place such as the surroundings, environment, and time period.
Generate resourceIdentify sentences or chapters in the literary text that include events that happen in the story.
Generate resourceActively participate by communicating (using any mode) unknown words or phrases.
Generate resourceActively engage in reading text that includes the various components of the structure of text.
Generate resourceExplain how an author uses the point of view to develop the perspective of the narrator or speaker in a text.
Generate resourceExplain how an author uses the point of view to develop the perspective of the narrator or speaker in a text.
Generate resourceExplain how an author uses point of view to develop the perspective of the narrator, speaker, or character in a literary text.
Generate resourceIdentify the type of POV by pronouns used in the literary text (first person = I, second person - you, third personhe, she, they.
Generate resourceActively engage in an activity where there are different points of view.
Generate resourceCompare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.
Generate resourceCompare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what students “see” and “hear” when reading the text to what they perceive when they listen or watch.
Generate resourceCompare and contrast reading a literary text to listening to an audio or viewing a video or live version of the text, including how different versions affect tone, mood, or appeal.
Generate resourceDescribe the similarities and differences between two versions of the same story or poem presented in the same medium (e.g., two text versions of a fable; two video accounts [e.g., Disney & other] of the same folk tale).
Generate resourceDescribe a key similarity or difference between print and multimedia/ live productions of the same story, drama, or poem.
Generate resourceIdentify key similarities or differences between print and multimedia/live productions of the same story, drama, or poem.
Generate resourceIdentify feelings and thoughts associated with a presented image in video or live versions of text.
Generate resourceActively engage in the experience of viewing (audio, view, or live version) of a text.
Generate resourceCompare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Generate resourceCompare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Generate resourceCompare and contrast literary texts in different forms or genres (e.g., stories and poems, historical novels, and fantasy stories).
Generate resourceCompare the characters and events in two texts about the same theme (e.g., fantasy and historical fiction).
Generate resourceEngage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
Generate resourceEngage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Generate resourceParticipate in discussions about sixth grade topics and texts in small groups or wholeclass settings, following agreed upon rules.
Generate resourceCome to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Generate resourceAsk questions relevant to specific parts of the topic under discussion; share one idea.
Generate resourceFollow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
Generate resourceExplicitly use the information known about the topic to explore ideas under discussion.
Generate resourcePose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Generate resourceActively listen to one other person and respond to questions (use body language and gestures as signs of agreeing or disagreeing with the discussion).
Generate resourceDefine individual assigned roles; set specific goals and deadlines as needed.
Generate resourceReview the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Generate resourceMake comments that further the discussion, elaborating on and drawing conclusions from the remarks of others.
Generate resourcePose and respond to specific questions to clarify or follow up on information.
Generate resourceDemonstrate understanding of multiple perspectives through reflection and paraphrasing.
Generate resourceEmploy active listening skills (e.g., paraphrase points made by the speaker, verbalize understanding of the speaker’s point, etc.)
Generate resourceInterpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study
Generate resourceInterpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Generate resourceInterpret information presented in diverse media (e.g. video, audio, primary source document) and other formats (e.g. charts, tables, infographics) and explain how it contributes to a text, topic, or issue under study.
Generate resourceIdentify the main points of a presentation and show how the points support the main idea or topic.
Generate resourceIdentify key details in a presentation and relate them to the main idea or claim.
Generate resourceDiscuss how the graphic connects with the learner (e.g., how does it influence the learner?).
Generate resourceActively engage in shared discussion using graphics and manipulative to make choices.
Generate resourceDelineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Generate resourceDelineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Generate resourceDelineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Generate resourceIdentify a speaker’s argument or claim and note the evidence provided to support the position.
Generate resourceIdentify a speaker’s position on a topic by citing key details that were included.
Generate resourcePresent claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Generate resourcePresent claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Generate resourcePresent information in a clear, coherent message, using appropriate social conventions (e.g., eye contact, appropriate volume, expression, articulation).
Generate resourceCommunicate a coherent message using facts and details; apply appropriate social conventions (e.g., eye contact, appropriate volume).
Generate resourceRecognize that texts have overarching concepts that can be communicated.
Generate resourceWhen given a series of events, put them in logical order, following the timeline within the “story”
Generate resourceRecognize verbal and nonverbal cues (e.g., nodding, eye contact, raise hand when answering questions in a large setting, lean forward, etc.,).
Generate resourceEmploy active listening skills (e.g., paraphrase points made by the speaker, verbalize understanding of the speaker’s point, etc.,).
Generate resourceInclude multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Generate resourceInclude multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Generate resourceInclude multimedia components and visual displays in presentations when appropriate to clarify information.
Generate resourceIdentify the multimedia components (audio, video, pictures, displays, maps, etc.) used in a presentation.
Generate resourceIdentify multimedia components (audio, video, pictures, displays, maps, etc.).
Generate resourceExamine the many components of multimedia (e.g., text, audio, visual, or interactive).
Generate resourceCompare the different impacts various multimedia may have on presentations. (e.g., why a presentation should use audio rather than print).
Generate resourceAdapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Generate resourceAdapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Generate resourceAdapt speech to a variety of contexts and tasks, demonstrating command of formal language when appropriate to task or situation.
Generate resourceCommunicate using formal English when a situation (e.g., classroom, office) warrants it.
Generate resourceIdentify the settings/ situations in which informal language is acceptable.
Generate resourceIdentify samples of speech that are appropriate in formal or informal situations.
Generate resourceDiscuss the difference between communication in informal and formal settings.
Generate resourceIntroduce a topic, express an opinion on it, and organize relevant details to support the position, using two or more sentences.
Generate resourceAnswer a question that requires an opinion or position and create a sentence that captures the justification for it.
Generate resourceClear reasons and relevant evidence to support claim(s) that are well organized and demonstrate an understanding of the topic or text;
Generate resourceSupport claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Generate resourceWords, phrases, and clauses that clarify the relationship among claim(s) and reasons;
Generate resourceUse words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Generate resourceProvide a concluding statement or section that follows from the argument presented.
Generate resourceWrite routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Generate resourceWrite routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Generate resourceWrite routinely in a single session and/or over multiple sessions; engage in planning, drafting, editing, and revising for a range of discipline-specific tasks, purposes, and audiences.
Generate resourceWrite routinely for a range of disciplinespecific tasks, purposes, and audiences.
Generate resourceParticipate routinely in supported writing activities for a range of discipline-specific tasks, purposes, and audiences.
Generate resourceDemonstrate knowledge of 26 letter sounds by combining 3 consonant sounds into consonant blends (squ, str, scr, thr, shr)
Generate resourceDemonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends (qu, st, sm, sn, st, lp, sr, sl,cr, cl, tr, dr, etc.)
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3 letter sound combinations/3 letter words (CVC words)
Generate resourceDemonstrate knowledge of 26 letter sounds by building 2 letter sound combinations in 2 letter words
Generate resourceMatch 26 letters to most common sounds (Predictable consonants: m, s, t, l, p, f, c, /k/, rr, b, r, j, k, v, g, /g/, w, d, h, y, z, x)
Generate resourcePhonological Awareness (detailed further in learning progression in Reading Foundations)
Generate resourceActively participate in grade-level/ age-appropriate writing activities using adapted materials as needed.
Generate resourceTranslate thoughts and communications into writing using technology and assistive technology as needed to develop independence.
Generate resourceIdentify and write Schwa in graphemes such as -ough representing the schwa phoneme short /u/ and -eigh representing the schwa phoneme long /a/.
Generate resourceDemonstrate knowledge of the graphemes -rh, -gh, -mb, -mn, -kn, -gn, and -wr by building words that include these letter patterns.
Generate resourceIdentify words containing phonemes represented by graphemes with silent letter patterns such as: -rh, -gh, -mb, -mn, -kn, -gn, and -wr.
Generate resourceDemonstrate knowledge of the trigraphs -shr and -thr by building words that include these letter patterns.
Generate resourceDemonstrate knowledge of the /j/ phoneme represented by the graphemes -ge and -dge by building words that include the -ge and -dge endings.
Generate resourceIdentify the graphemes -ge and -dge as graphemes used at the end of words.
Generate resourceIdentify the graphemes -k and -ck as graphemes used at the end of words.
Generate resourceIdentify words containing the phonemes /j/ and /g/ represented by grapheme g.
Generate resourceIdentify words containing the phonemes /c/ and /s/ represented by grapheme c.
Generate resourceAnswer wh- questions related to grade-level/age appropriate text for the purpose of writing
Generate resourceBreak a word into onset/first sound and rime for the purpose of encoding.
Generate resourceIncrease automatic recall of high frequency words - building the number of sight word recall from beginning to end of year.
Generate resourceIncrease automatic recall of newly learned sound/symbol correspondences for the purposes of encoding and writing.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3-6 letter sound combinations in 4-6 letter words. (CVCC (floss rule), CCVCC, CCCVC, CCCVCC)
Generate resourceDemonstrate knowledge of 26 letter sounds by building CVCC (includes: floss rule, blends), CCVCC (includes: g /j/ & c /s/ onsets), CCCVC, CCCVCC (includes: beginning blends & trigraphs)
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations/4 letter words (CCVC words) (V also includes ee, ea, ai, ay, oa)
Generate resourceWrite informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Generate resourceWrite informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Establish a thesis statement to present information. b. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia to aid comprehension, if needed. c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. d. Use appropriate transitions to clarify the relationships among ideas and concepts. e. Use precise language and domain-specific vocabulary to inform about or explain the topic. f. Establish and maintain a formal style. g. Provide a concluding statement or section that follows from the information or explanation presented.
Generate resourceIntroduce a topic, and provide logically organized supporting details and a concluding statement
Generate resourceIntroduce a topic; organize ideas, concepts,and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia to aid comprehension, if needed.
Generate resourceRelevant facts, definitions, concrete details, quotations, or other information or details to develop the topic;
Generate resourceDevelop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Generate resourceOrganized text structure such as description, chronology/sequence, problem/solution, compare/contrast, and cause/effect;
Generate resourceUse appropriate transitions to clarify the relationships among ideas and concepts.
Generate resourceUse precise language and domain-specific vocabulary to inform about or explain the topic.
Generate resourceProvide a concluding statement or section that follows from the information or explanation presented.
Generate resourceFormatting, graphics, and multimedia to clarify information presented, if needed;
Generate resourceA concluding statement or section that follows from the information or explanation presented.
Generate resourceRecognize the various ways to organize ideas and structure writing to express opinions and claims.
Generate resourceDecide when additional information must be provided to support the facts presented.
Generate resourceWrite narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Generate resourceWrite narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences. a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques— such as dialogue, pacing, and description—to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events.
Generate resourceEngage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Generate resourceRelate a personal experience or tell a story that includes descriptions of settings and characters, and a logical sequence of events with a conclusion using a graphic organizer or story map (e.g., concluding event or falling action).
Generate resourceAn introduction to engage and orient the reader that establishes context and introduces a narrator and/or characters;
Generate resourceUse narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Generate resourceRelate a personal experience or tell a story that includes a setting, characters, and a logical sequence of events using a graphic organizer or story map.
Generate resourceUse a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Generate resourceRelate a personal experience using pictures, words, and/or sentences. Include a beginning, middle, and end using a graphic organizer or story map.
Generate resourceDialogue, pacing, and description to develop experiences, events, and/or characters;
Generate resourceUse precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Generate resourceA variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another;
Generate resourceIf provided a list of transition words and phrases, use them to create a flow from one idea or paragraph to the next.
Generate resourceProduce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Generate resourceProduce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Generate resourceProduce clear and coherent writing, in which the development and organization are appropriate to task, purpose, and audience.
Generate resourceIdentify formal and informal writing tasks and select language appropriate for each task.
Generate resourceDistinguish between language used for each writing style (persuasive, informative, and narrative).
Generate resourceIdentify the types of language used in persuasive, informative, and narrative writing.
Generate resourceIdentify how to construct an outline (e.g., Intro, thesis, topic sentences, etc.,).
Generate resourceWith some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Generate resourceWith some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Generate resourceWith gradually fading adult support, plan, revise, and edit writing to improve clarity, organization, and conventions (e.g., capitalization, punctuation, spelling), using feedback from adults or peers.
Generate resourceWith some guidance and support, plan, draft, and edit writing (use rubrics or checklists) to convey a clear message.
Generate resourceWith some guidance and support, edit simple sentences to improve their clarity (e.g., check for spacing, conventions, capitalization, punctuation, spelling, word choice).
Generate resourceWith guidance and support, determine whether the order of words within a sentence should be revised.
Generate resourceDefine style as demonstrated in various types of writing (persuasive, informative, and narrative).
Generate resourceUse technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others, while demonstrating sufficient command of keyboarding skills.
Generate resourceUse technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others, while demonstrating sufficient command of keyboarding skills.
Generate resourceUse a variety of digital skills (e.g. keyboarding) and tools (e.g. multimedia platforms) to produce and publish writing.
Generate resourceIndependently use digital tools to generate two or more paragraphs about a topic.
Generate resourceWith guidance and support, work collaboratively using digital tools to generate several sentences about a topic (digital tools may include AAC device, sentence building software, digital picture selection, keyboard).
Generate resourceWith guidance and support, work collaboratively using digital tools to generate a simple sentence about a topic (digital tools may include AAC device, sentence building software, digital picture selection, keyboard).
Generate resourceActively engage in shared writing experiences using assistive technology.
Generate resourceConduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Generate resourceConduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Generate resourceGather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others, while avoiding plagiarism and providing basic bibliographic information for sources.
Generate resourceGather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others, while avoiding plagiarism and providing basic bibliographic information for sources.
Generate resourceGather and use relevant information from multiple print and digital resources.
Generate resourceSelect information from several sources and organize it to expand knowledge on a topic.
Generate resourceSelect information from a source to support a position or summarize a position about a topic.
Generate resourceAccurately quote or paraphrase the data and conclusions of others to avoid plagiarism.
Generate resourceSearch for information from print and digital resources using key words, phrases, or questions.
Generate resourceDraw evidence from literary or informational texts to support analysis, reflection, and research.
Generate resourceDraw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 6 reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). b. Apply grade 6 reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
Generate resourceUse evidence from grade-appropriate literary or informational texts to support analysis, elaboration, reflection, and research.
Generate resourceDetermine skills acquired in the reading literature, reading information text.
Generate resourceApply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").
Generate resourceSelect information from several relevant and reliable sources and organize it to expand knowledge.
Generate resourceApply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").
Generate resourceSelect information from relevant and reliable sources to support a position or summarize information.
Generate resourceRead information from both literary and informational texts about the same topic.
Generate resourceWrite fluently and legibly in manuscript and/or cursive, at a pace that supports sustained composition and notetaking.
Generate resourceApply knowledge of grade-appropriate morphological awareness, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.
Generate resourceEncode grade-appropriate multisyllabic words using knowledge of syllable types.
Generate resourceApply knowledge of roots, prefixes, and suffixes to encode unfamiliar multisyllabic words.
Generate resourceAn English learner with significant cognitive disabilities can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.
Generate resourceAn English learner with significant cognitive disabilities can make accurate use of standard English to communicate in grade-appropriate speech and writing.
Generate resourceAn English learner with significant cognitive disabilities can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.
Generate resourceAn English learner with significant cognitive disabilities can speak and write about grade-appropriate complex literary and informational texts and topics.
Generate resourceAn English learner with significant cognitive disabilities can construct grade-appropriate oral and written claims and support them with reasoning and evidence.
Generate resourceAn English learner with significant cognitive disabilities can conduct research and evaluate and communicate findings to answer questions or solve problems
Generate resourceAn English learner with significant cognitive disabilities can analyze and critique the arguments of others orally and in writing.
Generate resourceAn English learner with significant cognitive disabilities can adapt language choices to purpose, task, and audience when speaking and writing.
Generate resourceAn English learner with significant cognitive disabilities can determine the meaning of words and phrases in oral presentations and literary and informational text.
Generate resourceWith prompting and support and using context, visual aids, reference materials and knowledge of English:
Generate resourceWith prompting and support and relying some on context, visual aids, reference materials and communicative experience:
Generate resourceWith prompting and support and relying some on context, visual aids, reference materials and communicative experience:
Generate resourceAn English learner with significant cognitive disabilities can create clear and coherent grade-appropriate speech and text.
Generate resourcerespond to the ideas of others or express one’s own ideas about familiar topics and texts.
Generate resourceidentify the main topic in and retell a few key details from oral communications and simple written texts.
Generate resourcedetermine the meaning of general academic and content-specific words and a growing number of expressions in texts about a variety of topics, experiences or events.
Generate resourcerecognize and use a small number of frequently occurring nouns, noun phrases and verbs.
Generate resourceuse a narrow range of frequently occurring vocabulary and simple sentences with limited control.
Generate resourcedetermine the meaning of general academic and content-specific words and frequently occurring expressions in texts about familiar topics, experiences or events.
Generate resourceidentify supporting details and how they support central ideas or themes in oral presentations or simple written texts.
Generate resourcerecognize and use an increasing number of nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions and prepositional phrases.
Generate resourceuse an increasing range of linking and temporal words and common transitional words and phrases with increasing control.
Generate resourceuse some frequently occurring general academic and content-specific words and phrases showing developing control in speech and writing.
Generate resourceprovide one or two reasons or facts to support the information about a familiar topic.
Generate resourceidentify a few key words and phrases in oral communications and simple written texts.
Generate resourceuse an increasing number of general academic and content-specific words and phrases showing increasing control in speech and writing.
Generate resourcerecognize the meaning of some words learned through conversations, reading and being read to.
Generate resourceconnect phrases or simple statements using some frequently occurring linking and temporal words and some common transitional words with emerging control.
Generate resourcerecognize the meaning of a few frequently occurring words, phrases and expressions in texts about familiar topics, experiences or events.
Generate resourcerecognize and use a small number of nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions and prepositional phrases.
Generate resourceidentify two or more central ideas or themes in oral presentations or simple written texts.
Generate resourceprovide a few reasons or facts to support the information about a familiar topic.
Generate resourcerespond to simple questions and some wh- questions about familiar topics and texts.
Generate resourceretell information, using labeled illustrations, diagrams or other graphics, as appropriate.
Generate resourceAn English Language Learner can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.
Generate resourceidentify a few key words and phrases in oral communications and simple written texts.
Generate resourcedetermine the central idea or theme in simple oral presentations or written text
Generate resourcedetermine two or more central ideas or themes in oral presentations or written text
Generate resourceexplain how the central ideas/themes are supported by specific textual details
Generate resourceexplain how the central ideas/themes are developed by supporting ideas or evidence
Generate resourceAn English Language Learner can make accurate use of standard English to communicate in grade-appropriate speech and writing.
Generate resourcewith support (including context and visual aids) and non-verbal communication,
Generate resourcerecognize and use a small number of frequently occurring nouns, noun phrases, and verbs
Generate resourceuse nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases
Generate resourceuse relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), subordinating conjunctions, and prepositional phrases
Generate resourceusing context, reference materials, and an increasing knowledge of English morphology,
Generate resourceuse an increasing number of intensive/reflexive pronouns (e.g., myself, ourselves) and verbs in the active and passive voices
Generate resourceAn English Language Learner can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.
Generate resourceparticipate in short conversational and written exchanges on familiar topics
Generate resourceparticipate in short conversational and written exchanges on familiar topics and texts
Generate resourceparticipate in conversations, discussions, and written exchanges on familiar topics and texts
Generate resourceparticipate in conversations, discussions, and written exchanges on a variety of topics, texts, and issues
Generate resourceparticipate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues
Generate resourceAn English Language Learner can . . . speak and write about grade-appropriate complex literary and informational texts and topics.
Generate resourcecommunicate simple information about familiar texts, topics, and experiences.
Generate resourcecompose written narratives or informational texts about familiar texts, topics, experiences, or events.
Generate resourceAn English Language Learner can construct grade-appropriate oral and written claims and support them with reasoning and evidence..
Generate resourceprovide compelling and logically ordered reasons or facts that effectively support the claim
Generate resourceAn ELL can conduct research and evaluate and communicate findings to answer questions or solve problems.
Generate resourcesummarize or paraphrase observations, ideas, and information, with labeled illustrations, diagrams, or other graphics, as appropriate
Generate resourcequote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as appropriate
Generate resourcequote or paraphrase the data and conclusions of others using charts, diagrams, or other graphics, as appropriate
Generate resourceAn English Language Learner can analyze and critique the arguments of others orally and in writing.
Generate resourcedistinguish between claims that are supported by reasons and evidence from those that are not.
Generate resourceanalyze and evaluate the argument and specific claims made in texts or speech/ presentations
Generate resourcedetermine whether the reasoning is sound and the evidence is relevant and sufficient to support the claims
Generate resourceAn English Language Learner can adapt language choices to purpose, task, and audience when speaking and writing.
Generate resourcebegin to use frequently occurring general academic and content- specific words and phrases in conversations and discussions.
Generate resourceuse an increasing number of general academic and content-specific words and phrases in speech and short written texts
Generate resourceuse a wider range of general academic and content-specific academic words and phrases
Generate resourcemaintain consistency in style and tone throughout most of oral or written text.
Generate resourceadapt language choices and style according to purpose, task, and audience,
Generate resourceuse a wide variety of complex general academic and content-specific academic words to precisely express ideas
Generate resourcemaintain an appropriate and consistent style and tone throughout an oral or written text.
Generate resourceAn English Language Learner can determine the meaning of words and phrases in oral presentations and literary and informational text..
Generate resourcerelying heavily on context, visual aids, and knowledge of morphology in their native language,
Generate resourcerecognize the meaning of a few frequently occurring words and simple phrases in texts about familiar topics, experiences, or events.
Generate resourceusing context, visual aids, reference materials, and knowledge of morphology in their native language,
Generate resourcedetermine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events.
Generate resourceusing context, visual aids, reference materials, and a developing knowledge of English morphology (e.g. affixes and roots words),
Generate resourcedetermine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events.
Generate resourceusing context, reference materials, and an increasing knowledge of English morphology,
Generate resourcedetermine the meaning of general academic and content-specific words and phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events.
Generate resourcedetermine the meanings of general academic and content-specific words and phrases, idiomatic expressions, and figurative and connotative language (e.g., metaphor, personification) in texts about a variety of topics, experiences, or events.
Generate resourceAn English Language Learner can create clear and coherent grade-appropriate speech and text.
Generate resourcewith support (including context and visual aids) and non-verbal communication,
Generate resourceusing context, visual aids, reference materials, and a developing knowledge of English morphology (e.g. affixes and roots words),
Generate resourceuse common transitional words and phrases to connect, events, ideas, and opinions, (e.g., after awhile, for example, in order to, as a result)
Generate resourceusing context, reference materials, and an increasing knowledge of English morphology,
Generate resourcerecount a more detailed sequence of events or steps in a process, with a beginning, middle and end
Generate resourceuse a variety of transitional words and phrases to connect events, ideas and opinions (e.g., however, on the other hand, from that moment on)
Generate resourcerecount a complex sequence of events or steps in a process, with a beginning, middle and end
Generate resourceintroduce and effectivly develop and informational topic with facts and details
Generate resourceuse a wide variety of transitional words and phrases to show logical relationships between events and ideas
Generate resource